Device for linking bodily movement to learning behavior

ABSTRACT

Device for linking bodily movement to learning behaviour, whereby this device ( 1 ) consists of a number of objects that can be used by pupils as flexible adjustable seating units ( 2 ), characterised in that these seating units are each equipped with a digital module ( 4 ) that is able to detect movements of the seating unit caused by the pupils, and to communicate these movements wirelessly to a central teaching module ( 3 ), after which the central teaching module ( 3 ) can wirelessly send back an individual message to each of the seating units ( 2 ), adapted to the movement that is made with each of the seating units.

BACKGROUND OF THE INVENTION Field of the Invention

The present invention relates to a device for linking bodily movement tolearning behaviour and a method whereby such a device is applied.

More specifically the invention is intended for encouraging the learningbehaviour of children by linking learning behaviour to bodily movementby the learning child in an educational environment.

Description of the Related Art

It is known that children learn something more quickly when the learningis linked to active bodily movement such that better associations can bemade.

Traditionally education is taught ex cathedra, whereby the pupils arelimited in their freedom of movement such as at a school desk forexample, and they frequently have to listen passively to what ispresented to them, without making any appreciable movement, or beingable to utilise the full space of the classroom.

Such a learning environment leads to waning attention, boredom, reducedcreativity and less teamwork, and to a longer learning process in orderto learn the desired thing.

A disadvantage of traditional educational practices is that theavailable space cannot be utilised flexibly, but is bound to thetraditional arrangement of rows of school desks or tables with chairsand a teacher at the front, mostly on a raised step above which there isa blackboard for presenting the subject matter.

BRIEF SUMMARY OF THE INVENTION

The purpose of the present invention is to provide a solution to theaforementioned and other disadvantages, by providing a device thatencourages the learning process by linking bodily movement to learningbehaviour and through the more flexible utilisation of the availableeducational space.

To this end the invention concerns a device for linking bodily movementto learning behaviour, whereby this device consists of a number ofobjects that can be used by pupils as flexible adjustable seating units,whereby these seating units are each equipped with a digital module thatis able to record movements of the seating unit and to communicate thismovement wirelessly to a central teaching module, after which thecentral teaching module can wirelessly send back an individual messageto each of the seating units, adapted to the movement that is made witheach of the seating units.

An advantage of such a device is that the seating units can be arrangedin a number of ways in a room, and moreover can be placed in differentpositions.

Another advantage of such a device is that it enables the group ofpupils to be asked a question that they have to answer, and this bymoving their seating unit, for example by turning a chosen side of theseating unit upwards. In this way the pupil can make his choice knownfrom a number of possible answers, by making the desired movement withhis seating unit, for example by turning the desired side upwards.

The digital module in the seating unit detects which side is now on topand sends this information wirelessly to the central teaching module,which then assesses the answer and wirelessly sends a different messageto each seating unit depending on whether the answer is right or wrong.

Preferably the seating unit is equipped with one or more light sourcesthat can be switched on or off by the central teaching module, and whosecolour can be changed by the central teaching module.

An advantage of such light sources is that they are able to reproduce amessage from the central teaching module by means of the light signal,whose colour can also provide information to the user of the seatingunit, for example whether he has given a correct (green light) orincorrect (red light) answer to a question that has been put to allpupils.

Preferably the light sources are integrated in the digital module, andthe digital module shows the light signal on a surface of the seatingunit.

An advantage of such a digital module is that it can be affixed in theseating unit, but that it also shows a visible light signal to the userof the seating unit on the surface of the seating unit.

Preferably the digital module is provided with a battery that can becharged by means of a charger from the public electricity network oranother power source.

An advantage of such a battery is that the seating unit can be movedautonomously and requires no cabling, in order to have an operatingdigital module.

Preferably the seating unit is cube-shaped whereby the cube shape can beregular or irregular.

An advantage of an irregular cube shape is that the pupil can place iton the floor in different ways. In this way the pupil can turn a convexside towards the floor, and let the cube rock back and forth by bodilymovement.

Preferably the irregular cube shape enables the seating units to beplaced together with the formation of a circle, a semicircle or othergeometric figures around the central teaching module.

An advantage of such an arrangement is that each pupil is just as faraway from the central teaching module and cannot be obstructed by otherpupils. In this arrangement a teacher has a good overview of all pupilswho all occupy an equivalent position.

Preferably the seating unit is made of an energy absorbing syntheticfoam, such as expanded polypropylene (EPP) for example.

An advantage of an embodiment in synthetic foam is that this material isable to reversibly accommodate static or dynamic loads, which enablesthe seating units not only to be used as a seating unit on all sides,but it can also be moved by throwing it in the air for example, or byknocking it with a hand or foot, etc.

Another advantage of an embodiment in synthetic foam is that the seatingunit can be produced by injection moulding, and that the weight of theseating unit is very low, so that children or pupils can easily lift ormove the seating unit.

Preferably the seating units are each equipped with movement detectors,i.e. accelerometers and orientation detectors that are connected to thedigital module of the seating unit and pass on the observed movementsand positions to the digital module of the seating unit.

An advantage of these movement detectors is that the digital module ofthe seating unit knows at all times which side of the cube is orientedupwards for example, or that the seating unit has been shaken forexample, and can also pass on this information to the central teachingmodule.

Preferably the movement detectors of each seating unit can detect whichside of the seating unit is oriented upwards, or whether the seatingunit has been knocked by a hand or foot for example, and the number oftimes it has been knocked, or whether the seating unit has been thrownin the air by free-fall detection, or the seating unit has been shakenand the number of times that it has been shaken, or whether the seatingunit is rocking back and forth, for example by moving back and forth onthe seating unit that rests on the ground with a convex side.

An advantage of these movement detectors is that each of these movementsis detectable and can be reported to the central learning module via thedigital module.

BRIEF DESCRIPTION OF THE DRAWINGS

With the intention of better showing the characteristics of theinvention, a few preferred embodiments of the device for linking bodilymovement to learning behaviour according to the invention are describedhereinafter, by way of an example without any limiting nature, withreference to the accompanying drawings, wherein:

FIG. 1 schematically shows a top view of a device for linking bodilymovement to learning behaviour according to the invention;

FIG. 2 shows a variant arrangement of FIG. 1;

FIG. 3 shows a perspective view in more detail of one seating unitindicated by F3 in FIG. 1;

FIG. 4 shows a perspective view of the seating unit of FIG. 3 but nowwith its two constituent parts moved apart;

FIG. 5 shows the central section indicated by F5 of the concave face ofFIG. 4 in more detail;

FIG. 6 shows a variant of FIG. 3;

FIG. 7 shows a cross-section according to line VII-VII of FIG. 6;

FIG. 8 shows the section indicated by F8 in FIG. 7 in more detail;

FIG. 9 shows a variant embodiment of the digital module.

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

FIG. 1 shows a top view of a device for linking bodily movement tolearning behaviour according to the invention. The device 1 consists ofa number of individual seating units 2, which in this case are placedagainst one another to form a circle around a central teaching module 3.Each seating unit is equipped with a digital module 4 that cancommunicate wirelessly with the central teaching module 3.

FIG. 2 shows a variant of FIG. 1, whereby in this case the seating unitsare arranged in a semicircle around the central teaching module 3. Inthis arrangement a board 5 can be placed behind the central teachingmodule 3 that can be seen from each seating unit.

FIG. 3 shows a perspective view in more detail of one seating unit 2, inthis case in the form of an irregular cube, with a concave face 6 and aconvex face 7, connected by four flat faces 8, 9, 10, 11.

FIG. 4 shows a perspective view of the seating unit of FIG. 3 but nowwith its two composite parts 12 a, 12 b moved apart. In the centralsection F5 of the concave face 6, a recess 13 is provided in the topsection 12 a that engages with a protrusion 14 in the bottom section 12b with the formation of a suitable space in which a digital module 4 canbe placed.

FIG. 5 shows the central section of the concave face 6 of FIG. 4 in moredetail, with the recess 13 in the top section 12 a of the irregular cubeand the protrusion 14 in the bottom section 12 b of the irregular cube,between which a suitable digital module 4 can be placed, equipped withLED light sources 15.

FIG. 6 shows a perspective view of a variant embodiment of FIG. 3,whereby in addition to the recesses 13, 14 in the centre of the concaveface 6 of the seating unit 2 for the insertion of the digital module 4′,two extra recesses 16, 17 are also provided that act as a handle. Thefaces of the seating unit are also provided with different symbols 18,19, 20 whereby each face can be identified.

FIG. 7 shows the cross-section according to line VII-VII of FIG. 6, onwhich the cross-section of the cavity 21 can be seen in which thedigital module 4′ is held, as well as the two extra recesses 16, 17 forthe handle.

FIG. 8 shows the section of FIG. 7 in more detail, indicated by F8,where it can be seen that one of the two extra recesses 17 also enablesthe switch 22 to be accessed for switching the digital module on and offthat is in the inserted position.

FIG. 9 shows the variant of the digital module 4′ in more detail thatwas used in FIG. 7. The variant is equipped with a series of LED lightsources 15′ on the face that is visible on the concave face of theseating unit 2, and with a switch 22 that can also be operated in theinserted position.

The method for using the device 1 for linking bodily movement tolearning behaviour is simple and as follows.

A number of seating units 2 according to the invention are arranged inan arbitrary pattern according to choice in the available educationalspace, whereby a central teaching module 3 is wirelessly connected tothe digital module 4 in each seating unit.

The teacher can set a task for the pupils who have sat down in theseating units 2, for example by setting a multiple choice question on aboard 5, whereby the pupil can choose from three answers for example, ofwhich one is correct.

The pupils can make their choice known by moving their seating unit, forexample by turning a certain side of it upwards, whereby the digitalmodule 4 in their seating unit will pass on the position or the movementof their seating unit to the central teaching module 3. The centralteaching module 3 will now send an individual wireless signal to eachseating unit 2, consisting of an identification of the seating unit 2for which the message is intended, followed by an evaluation of theindividual answer given from the seating unit 2 concerned, for examplewhether the answer was right or wrong or another evaluation of theanswer, and will provide an individual light signal on each seating unit2, from which the pupil can read on his seating unit 2 whether hisanswer was right or wrong or what evaluation he received for it.

The pupil can communicate with the central teaching module 3 with hisseating unit in other ways, by sending different messages by throwingthe seating unit in the air for example, or rocking the seating unit,whereby a certain message is attached to each movement such as forexample: I don't know, or I need more explanation, etc.

The intention is to couple the learning experience to physical activityby the pupil, which fosters the learning process. Three types ofexercise can help here:

1) Bodily movement that increases the heart rate of the pupil for atleast five minutes, for example;

2) Bodily movement that consists of small intervals of physicalactivity, whereby some physical intensity can be coupled to cognitivechallenges or otherwise, such as answering questions;

3) Bodily movement that fosters the learning of a specific subject.

The seating unit 2 can be utilised for these three types of bodilymovement in an educational environment, such as the space of a classroomor a gymnasium for example.

The aim is always to supply fresh oxygen to the brain of the pupil andto create variety in teaching.

It goes without saying that a number of variants of this method ispossible, making use of the same seating elements 2 provided withdigital modules 4.

Thus the number of types of assignments for the pupils is practicallyinexhaustible and other types of movement can also be utilised as asignal given from and by the pupils.

The assignments are not limited to the multiple choice question fromwhich a good answer must be selected, or to receiving a right or wrongmessage, but other assignments or questions can also be set whereupon apersonal evaluation can be sent to each individual seating unit and thusto the pupil associated with it.

Thus the seating elements 2 can also take on the form of an object onwhich the pupils have to stand, or which they have to keep under theirarm, etc. It is important that they provide information through themovement of these objects to the central teaching module, andsimultaneously are spurred on to bodily movement.

The present invention is by no means limited to the embodimentsdescribed as an example and shown in the drawings, but a device forlinking bodily movement to learning behaviour according to the inventioncan be realised in all kinds of forms and dimensions without departingfrom the scope of the invention, as defined in the following claims.

1. A system for linking seat movement to learning behavior, the systemcomprising: a central teaching module; and a plurality of objects eachconfigured to be used by pupils as flexible adjustable cube-shapedseating units and configured to be provided in an arrangement in anarbitrary pattern around the central teaching module, each of thecube-shaped seating units comprising a digital module configured todetect movements of the respective cube-shaped seating unit caused bythe pupils to answer questions or assignments and configured to bewirelessly connected to the central teaching module, each of the digitalmodules being configured to transmit the position or the movement of therespective cube-shaped seating unit wirelessly to the central teachingmodule when the pupils give an answer to an assignment by moving therespective cube-shaped seating unit, and one or more of movementdetectors and orientation detectors that are connected to the digitalmodule of the respective cube-shaped seating unit configured to detectthe movement and the position of the respective cube-shaped seating unitand configured to transmit the movements and the positions caused by thepupil to answer the questions or the assignments to the digital moduleof the respective cube-shaped seating unit, wherein the central teachingmodule is configured to transmit an individual wireless signal to eachcube-shaped seating unit related to the movement that is made with therespective cube-shaped seating unit, the individual wireless signalincluding an identification of the cube-shaped seating unit for whichthe individual wireless signal is intended, evaluate anindividually-provided answer from the cube-shaped seating unit to whichthe individual wireless signal is sent as to whether the answer wasright or wrong or provide another evaluation of the answer, and providean individual light signal on each cube-shaped seating unit from whichthe pupil can read at the respective cube-shaped seating unit whetherthe answer was right or wrong, or an indication of the other evaluationof the answer.
 2. The system for linking seat movement to learningbehavior according to claim 1, wherein each of the cube-shaped seatingunits is equipped with one or more light sources configured be switchedon or off by the central teaching module, and the central teachingmodule is configured to change a color of the one or more light sources.3. The system for linking seat movement to learning behavior accordingto claim 2, wherein the one or more light sources is integrated with therespective digital module and is configured to produce a visible lightsignal on a surface of a respective one of the seating units.
 4. Thesystem for linking seat movement to learning behavior according to claim1, wherein the cube shape of each of the cube-shaped seating units isnot fully symmetrical but has one convex side and one concave sideopposite the one convex side of the cube.
 5. The system for linking seatmovement to learning behavior according to claim 4, wherein the cubeshape with the one convex side and the one concave side opposite the oneconvex side of the cube enables the seating units to be placed againstone another with the formation of a circle, a semicircle or othergeometric figure around the central teaching module.
 6. The system forlinking bodily movement to learning behavior according to claim 1,wherein the cube-shaped seating unit is made of an energy-absorbingsynthetic foam.
 7. The system for linking bodily movement to learningbehaviour according to claim 6, wherein the synthetic foam is expandedpolypropylene (EPP).
 8. The system for linking seat movement to learningbehavior according to claim 1, wherein the movement detectors of each ofthe seating units are configured to detect which side of the seatingunit is oriented upwards, or whether the seating unit has been knockedby hand or foot, and the number of times the seating unit has beenknocked, or whether the seating unit has been thrown in the air byfree-fall detection, or whether the seating unit has been shaken and thenumber of times the seating unit has been shaken, or whether the seatingunit is rocking back and forth, by moving back and forth on the seatingunit that rests on the ground with a convex side.
 9. The system forlinking bodily movement to learning behavior according to claim 1,wherein the digital module is provided with a battery configured to becharged with a charger from a public electricity network or anotherpower source.
 10. The system for linking seat movement to learningbehavior according to claim 1, wherein the cube-shaped seating units areconfigured to be manipulated directly by the pupils.
 11. The system forlinking seat movement to learning behavior according to claim 1, whereinthe cube-shaped seating units are configured to be manipulated invarious positions of the respective seating units by the pupils.
 12. Thesystem for linking seat movement to learning behavior according to claim1, wherein the individual wireless signal is responsive to the movementthat is made with each of the cube-shaped seating units.
 13. The systemfor linking seat movement to learning behavior according to claim 1,wherein the movement detectors of each of the cube-shaped seating unitsare configured to detect which side of the cube-shaped seating unit isoriented upwards.
 14. The system for linking seat movement to learningbehavior according to claim 1, wherein the movement detectors of each ofthe cube-shaped seating units are configured to detect whether thecube-shaped seating unit is knocked by hand or foot.
 15. The system forlinking seat movement to learning behavior according to claim 1, whereinthe movement detectors of each of the cube-shaped seating units areconfigured to detect a number of times the cube-shaped seating unit hasbeen knocked.
 16. The system for linking seat movement to learningbehavior according to claim 1, wherein the movement detectors of each ofthe cube-shaped seating units are configured to detect whether thecube-shaped seating unit is thrown in the air by free-fall detection.17. The system for linking seat movement to learning behavior accordingto claim 1, wherein the movement detectors of each of the cube-shapedseating units are configured to detect whether the cube-shaped seatingunit is shaken and the number of times the cube-shaped seating unit isshaken.
 18. The system for linking seat movement to learning behavioraccording to claim 1, wherein the movement detectors of each of thecube-shaped seating units are configured to detect whether thecube-shaped seating unit is rocking back and forth.
 19. The system forlinking seat movement to learning behavior according to claim 1, whereinthe cube-shaped seating units are configured to be manipulated directlyby the pupils.
 20. The system for linking seat movement to learningbehavior according to claim 1, wherein the cube-shaped seating units areconfigured to be manipulated in various positions of the respectivecube-shaped seating units by the pupils.